In recent years, increased attention has been given to programming instruction for primary and secondary students. Several game-based programming learning platforms, such as Code.org, Lightbot, and Run Marco, have been created to offer enticing, enjoyable, and visualizable programming learning conditions that facilitate student interest and engagement in learning programming. However, few studies have explored the perceptions of younger adolescents regarding the use of game-based programming learning. The study aims to adopt a technology acceptance model rooted in perceived enjoyment, computer self-efficacy, perceived visual attractiveness, system response, and challenge to investigate the intentions of younger adolescents regarding the use of game-based programming learning supported by Code.org and to analyze the moderating influence of gender and grade level. Data obtained from 1,539 primary (grades 3-6) and secondary (grades 7-8) students in eastern China through questionnaire surveys were analyzed using structural equation modeling. The results showed that perceived usefulness, perceived enjoyment, and computer self-efficacy all had a direct impact on students' intentions to use game-based programming learning, while perceived visual attractiveness, system response, challenge, and perceived ease of use all had an indirect effect. Moreover, we also found that gender and grade level had moderating effects on student game-based programming learning. Overall, this study offered insight into younger adolescents' intentions toward game-based programming learning.